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1.矛盾法。提出相矛盾的问题,让学生思考,提出解决办法。例:西安事变时,在张学良和杨虎城扣押蒋介石后,就“杀”还是“不杀”蒋介石,提出矛盾的问题,请学生思考。有的学生说“杀”,有的学生说“不杀”。教师进一步提问:“杀”为什么?“不杀”为什么?如果杀了蒋介石,中国会出现怎样的历史局面?西安事变最终是怎样解决的?让学生思考。2.反向思维法。抛开所提供的条件和思路导向,进
1. Contradictory law. Propose contradictory questions for students to think about and propose solutions. Example: After the Xi’an Incident, after Zhang Xueliang and Yang Hucheng detained Chiang Kai-shek, they asked students to think about “contradiction” between “killing” and “not killing” Chiang Kai-shek. Some students say “kill”, some students say “do not kill.” Teacher further question: Why kill? Why not? If you kill Chiang Kai-shek, China will appear what kind of historical situation? Xi’an Incident is finally how to solve? Let students think. 2 reverse thinking method. Put aside the conditions and ideas provided by the guide, into